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Direct linkSauerland, Uli; Grohmann, Kleanthes K.; Guasti, Maria Teresa; Andelkovic, Darinka; Argus, Reili; Armon-Lotem, Sharon; Arosio, Fabrizio; Avram, Larisa; Costa, João; Dabašinskiene, Ineta; de López, Kristine; Gatt, Daniela; Grech, Helen; Haman, Ewa; van Hout, Angeliek; Hrzica, Gordana; Kainhofer, Judith; Kamandulyte-Merfeldiene, Laura; Kunnari, Sari; Kovacevic, Melita; Kuvac Kraljevic, Jelena; Lipowska, Katarzyna; Mejias, Sandrine; Popovic, Maša; Ruzaite, Jurate; Savic, Maja; Sevcenco, Anca; Varlokosta, Spyridoula; Varnava, Marina; Yatsushiro, Kazuko – First Language, 2016
The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18…
Descriptors: Foreign Countries, Questioning Techniques, Preschool Children, Language Acquisition
Download full textCraigo, Leslie; Ehri, Linnea C.; Hart, Manijeh – Higher Learning Research Communications, 2017
An experiment was conducted to investigate methods that enable college students to learn the meaning of unknown words as they read discipline-specific academic text. Forty-one college students read specific passages aloud during three sessions. Participants were randomly assigned to three vocabulary learning interventions or a control condition.…
Descriptors: Community Colleges, Two Year College Students, Two Year Colleges, Control Groups
Shantz, Kailen – Second Language Research, 2017
This study reports on a self-paced reading experiment in which native and non-native speakers of English read sentences designed to evaluate the predictions of usage-based and rule-based approaches to second language acquisition (SLA). Critical stimuli were four-word sequences embedded into sentences in which phrase frequency and grammaticality…
Descriptors: Phrase Structure, Grammar, Second Language Learning, Native Speakers
Kuo, Li-Jen; Ramirez, Gloria; de Marin, Sharon; Kim, Tae-Jin; Unal-Gezer, Melike – Educational Psychology, 2017
Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy…
Descriptors: Bilingualism, Bilingual Education, Bilingual Students, Morphology (Languages)
Zimmer, Elly Jane – First Language, 2017
This study asks whether children accept both interpretations of ambiguous sentences with contexts supporting each option. Twenty-six 3- to 5-year-old English-speaking children and a control group of 30 English-speaking adults participated in a truth value judgment task. As a step towards evaluating the complexity of syntactic ambiguity, the…
Descriptors: Preschool Children, Reading Comprehension, Ambiguity (Semantics), Syntax
Bellocchi, Stéphanie; Tobia, Valentina; Bonifacci, Paola – Reading and Writing: An Interdisciplinary Journal, 2017
Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral language proficiency and is greatly influenced by orthographic consistency. This longitudinal study aimed to analyze the role of linguistic…
Descriptors: Bilingual Students, Second Language Learning, Italian, Predictor Variables
Northey, Mary – ProQuest LLC, 2017
Being able to use the words that are learned and encountered in school is an important skill for communicating and displaying understanding. Students are increasingly expected to be able to appropriately and effectively use complex academic words in their writing, yet we know little about this productive aspect of word knowledge. This study…
Descriptors: Morphology (Languages), Teaching Methods, Phonology, Pretests Posttests
Grama, Ileana C.; Kerkhoff, Annemarie; Wijnen, Frank – Journal of Psycholinguistic Research, 2016
The ability to detect non-adjacent dependencies (i.e. between "a" and "b" in "aXb") in spoken input may support the acquisition of morpho-syntactic dependencies (e.g. "The princess 'is' kiss'ing' the frog"). Functional morphemes in morpho-syntactic dependencies are often marked by perceptual cues that render…
Descriptors: Role, Suprasegmentals, Intonation, Cues
Teruggi, Lilia A.; Gutiérrez-Cáceres, Rafaela – Deafness & Education International, 2016
In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text ("Frog, Where Are You?")…
Descriptors: Revision (Written Composition), Deafness, Comparative Analysis, Italian
Dizon, Gilbert; Thanyawatpokin, Benjamin – The EUROCALL Review, 2016
Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015; Wang & Vásquez, 2014), yet only one has compared the…
Descriptors: Comparative Analysis, Social Media, Web 2.0 Technologies, English (Second Language)
Heo, Yeon – ProQuest LLC, 2016
Recent research has demonstrated that L2 learners and heritage speakers might have two different profiles in terms of their syntactic, morpho-syntactic, and lexical-semantic knowledge of a target language (Montrul, 2004, 2006, 2010; Montrul, Foote, & Perpinan, 2008). However, the most influential of the major studies have been limited to…
Descriptors: Korean, Second Language Learning, Second Language Instruction, Heritage Education
Nippold, Marilyn A.; Frantz-Kaspar, Megan W.; Cramond, Paige M.; Kirk, Cecilia; Hayward-Mayhew, Christine; MacKinnon, Melanie – Journal of Speech, Language, and Hearing Research, 2014
Purpose: Few tools are available to examine the narrative speaking ability of adolescents. Hence, the authors designed a new narrative task and sought to determine whether it would elicit a higher level of syntactic complexity than a conversational task in adolescents with typical language development. Method: Forty adolescents (M[subscript age] =…
Descriptors: Adolescents, Interviews, Measures (Individuals), Syntax
Keh, Melissa Latham – CATESOL Journal, 2019
Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in mind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal useful information about ELs' language and literacy skills. This mixed-method…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Testing
Polišenská, Kamila; Chiat, Shula; Roy, Penny – International Journal of Language & Communication Disorders, 2015
Background: Sentence repetition is gaining increasing attention as a source of information about children's sentence-level abilities in clinical assessment, and as a clinical marker of specific language impairment. However, it is widely debated what the task is testing and therefore how informative it is. Aims: (1) To evaluate the effects of…
Descriptors: Sentences, Repetition, Language Skills, Recall (Psychology)
Delcenserie, Audrey; Genesee, Fred – Journal of Child Language, 2015
The present study compared the performance of twenty-seven French-speaking internationally adopted (IA) children from China to that of twenty-seven monolingual non-adopted French-speaking children (CTL) matched for age, gender, and socioeconomic status on a Clitic Elicitation task. The IA children omitted significantly more accusative object…
Descriptors: Child Language, Language Acquisition, Form Classes (Languages), Adoption
